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I en text om genusvetenskap läser du om skillnaden mellan 'kön' och 'genus'. Vilket alternativ beskriver korrekt denna distinktion? (In a text on gender studies, you read about the difference between 'kön' (sex) and 'genus' (gender). Which option correctly describes this distinction?)

A
B
C
D
to track
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Key Facts: TISUS Exam

TISUS is Stockholm University's C1-level Swedish proficiency test required for international applicants to Swedish universities, covering reading, writing, and oral components.

Sample TISUS Practice Questions

Try these sample questions to test your TISUS exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1I en artikel om klimatpolitik läser du: 'Trots att utsläppen minskade marginellt under förra året, anser experterna att takten på omställningen är otillräcklig för att nå de nationella målen.' (Despite the fact that emissions decreased marginally last year, experts believe the pace of transition is insufficient to meet national targets.) Vad är artikelns huvudbudskap? (What is the article's main message?)
A.Utsläppen har minskat tillräckligt för att vi ska nå klimatmålen. (Emissions have decreased enough to meet climate targets.)
B.Den positiva trenden i utsläppsminskningar döljer en djupare oro om tempot i omställningen. (The positive trend in emission reductions masks a deeper concern about the pace of transition.)
C.Experterna är eniga om att klimatpolitiken fungerar väl. (Experts agree that climate policy is working well.)
D.Nationella klimatmål bör sänkas för att vara realistiska. (National climate targets should be lowered to be realistic.)
Explanation: The key rhetorical move here is the concessive clause 'Trots att utsläppen minskade marginellt' — despite a small positive development, the main clause delivers the critical message: the pace is insufficient. At C1 level, TISUS tests the ability to identify how concessive structures ('trots att', 'även om', 'fastän') signal that the main clause contains the writer's real point. Options A and C misread the tone; option D is not stated.
2Välj det grammatiskt korrekta alternativet för att fylla i luckan: 'Beslutet _______ av styrelsen vid gårdagens möte, men det träder inte i kraft förrän nästa kvartal.' (The decision _______ by the board at yesterday's meeting, but it does not take effect until next quarter.)
A.fattade
B.fattades
C.har fattat
D.fattat
Explanation: The s-passive ('fattades') is the correct form here. Swedish uses the s-passive for completed, point-in-time actions in formal written text, especially in academic, journalistic, and official registers. 'Beslutet fattades' = 'the decision was made' (s-passive, preterite). The active preterite 'fattade' would need a subject (styrelsen fattade beslutet). 'Har fattat' is active perfect tense requiring a subject. 'Fattat' alone is a past participle and cannot stand as a finite verb.
3Välj rätt ordföljd i bisatsen (Choose the correct word order in the subordinate clause): 'Forskarna påpekade att resultaten _______ ännu inte _______ publicerats i en granskad tidskrift.' (The researchers noted that the results had _______ not yet _______ been published in a peer-reviewed journal.)
A.hade ... ännu inte ... publicerats
B.ännu inte hade publicerats
C.hade publicerats ännu inte
D.publicerats ännu inte hade
Explanation: In a Swedish subordinate clause (bisats), satsadverbial (sentence adverbials such as 'ännu inte', 'inte', 'aldrig') must come BEFORE the finite verb. This is the BIFF rule (Bisats Inversion-Free Form): after a subordinating conjunction like 'att', the order is: subject → satsadverbial → finite verb → non-finite verb(s). So: 'att resultaten ännu inte hade publicerats'. Option A breaks this rule by placing 'hade' before 'ännu inte'.
4Vilken av följande meningar använder partikelverbet 'ta upp' korrekt i en akademisk kontext? (Which of the following sentences uses the particle verb 'ta upp' correctly in an academic context?)
A.Artikeln tar upp frågan om digital integritet ur ett rättsligt perspektiv. (The article raises the question of digital privacy from a legal perspective.)
B.Studenten tog upp sin ryggsäck och gick till biblioteket. (The student picked up their backpack and went to the library.)
C.Forskargruppen tog upp temperaturen i laboratoriet varje timme. (The research team raised the temperature in the laboratory every hour.)
D.Konferensen tog upp i hörnet av torget. (The conference started up at the corner of the square.)
Explanation: 'Ta upp' has multiple meanings in Swedish depending on context. In academic and journalistic Swedish, 'ta upp (ett ämne/en fråga)' means 'to raise/address (a topic/question)' — this is the meaning appropriate to C1 academic writing. Option A is the correct academic usage. Option B uses the physical sense ('pick up'). Option C confuses 'höja' (raise temperature) with 'ta upp'. Option D is nonsensical — 'ta upp' does not mean 'to start up' in a location context.
5I en debattartikel om integrationspolitik läser du: 'Å ena sidan visar statistiken en förbättrad arbetsmarknadssituation för nyanlända; å andra sidan kvarstår strukturella hinder inom bostadsmarknaden och utbildningssystemet.' (On one hand, statistics show improved labour-market outcomes for newly arrived immigrants; on the other hand, structural barriers in the housing market and education system remain.) Vad är syftet med strukturen 'å ena sidan … å andra sidan'? (What is the purpose of the 'on one hand … on the other hand' structure?)
A.Att presentera en entydig slutsats baserad på statistiken. (To present an unambiguous conclusion based on statistics.)
B.Att visa att skribenten är osäker på sin ståndpunkt. (To show that the writer is uncertain about their position.)
C.Att balansera en positiv utveckling mot kvarstående utmaningar för att ge en nyanserad analys. (To balance a positive development against remaining challenges in order to give a nuanced analysis.)
D.Att motbevisa den statistik som nämns i artikelns inledning. (To disprove the statistics mentioned in the article's introduction.)
Explanation: The discourse marker pair 'å ena sidan … å andra sidan' is a contrastive balancing structure. At C1 level, students must recognise that this structure signals that the writer is presenting both sides of a complex issue to achieve a nuanced, balanced analysis — not expressing doubt, drawing a single conclusion, or contradicting earlier claims. This is a high-frequency structure in Swedish academic and journalistic prose.
6Välj det ord som bäst passar in i meningen: 'Rapporten _______ en rad åtgärder som bör vidtas för att minska ojämlikheten i utbildningssystemet.' (The report _______ a number of measures that should be taken to reduce inequality in the education system.)
A.föreslår
B.bevisar
C.förbjuder
D.avskaffar
Explanation: 'Föreslår' (proposes/recommends) is the correct academic verb here. Reports and research papers 'föreslår åtgärder' — they propose measures. 'Bevisar' (proves) does not collocate with 'åtgärder' (measures) since you prove facts, not measures. 'Förbjuder' (prohibits) and 'avskaffar' (abolishes) are verbs of legal/regulatory action inappropriate for a neutral report context.
7I en text om medicinsk forskning läser du: 'Sambandet mellan sömnbrist och försämrad kognitiv förmåga har länge antagits vara kausalt, men nyare metaanalyser ifrågasätter huruvida korrelationen nödvändigtvis implicerar kausalitet.' (The relationship between sleep deprivation and impaired cognitive ability has long been assumed to be causal, but newer meta-analyses question whether correlation necessarily implies causation.) Vad hävdar nyare forskning? (What do newer studies argue?)
A.Sömnbrist har inga negativa effekter på kognitiv förmåga. (Sleep deprivation has no negative effects on cognitive ability.)
B.Det är bevisat att sömnbrist orsakar försämrad kognitiv förmåga. (It is proven that sleep deprivation causes impaired cognitive ability.)
C.Det finns ett samband men det är oklart om sömnbrist faktiskt orsakar kognitiva problem. (There is a correlation but it is unclear whether sleep deprivation actually causes cognitive problems.)
D.Metaanalyser är en otillförlitlig metod för att studera sömnbrist. (Meta-analyses are an unreliable method for studying sleep deprivation.)
Explanation: The text distinguishes between correlation (korrelation) and causation (kausalitet). Newer meta-analyses 'ifrågasätter huruvida korrelationen nödvändigtvis implicerar kausalitet' — they do not deny the correlation, they question the causal direction. At TISUS C1 level, candidates must track fine distinctions in academic argumentation: acknowledging correlation while doubting causation is a classic critical-thinking move in research literature.
8Vilket av följande alternativ är korrekt användning av konjunktiv (subjunktiv) i formell svenska? (Which of the following correctly uses the subjunctive mood in formal Swedish?)
A.Om jag vore statsminister skulle jag prioritera klimatfrågan. (If I were prime minister, I would prioritise the climate issue.)
B.Om jag är statsminister prioriterar jag klimatfrågan. (If I am prime minister, I prioritise the climate issue.)
C.Om jag ska vara statsminister prioriterar jag klimatfrågan. (If I am to be prime minister, I prioritise the climate issue.)
D.Om jag var statsminister prioriterar jag klimatfrågan. (If I was prime minister, I prioritise the climate issue.)
Explanation: Swedish uses the subjunctive (konjunktiv) form 'vore' in counterfactual conditional sentences: 'Om jag vore…' expresses that the speaker is not a prime minister (contrary-to-fact). 'Vore' is the formal subjunctive of 'vara'. 'Är' (option B) indicates a real conditional. 'Ska vara' (option C) expresses intention. 'Var' (option D) is a past-tense indicative mixed incorrectly with a present main clause.
9I en text om digitalisering i skolan läser du att lärare 'vittnar om en ökad kognitiv belastning hos eleverna till följd av ständig uppkoppling'. (In a text about digitalisation in schools, teachers 'testify to increased cognitive load among students as a result of constant connectivity'.) Vad innebär uttrycket 'kognitiv belastning' i detta sammanhang? (What does 'cognitive load' mean in this context?)
A.Eleverna arbetar fysiskt hårdare i en digital miljö. (Students work physically harder in a digital environment.)
B.Den mentala ansträngning och det informationsöverflöd som påverkar elevernas förmåga att lära sig. (The mental effort and information overload that affect students' ability to learn.)
C.Digitala verktyg gör det lättare för elever att minnas information. (Digital tools make it easier for students to remember information.)
D.Elevernas internetanvändning ökar deras läshastighet. (Students' internet use increases their reading speed.)
Explanation: 'Kognitiv belastning' (cognitive load) is an academic psychology term referring to the mental burden placed on working memory during learning. In this context, 'ständig uppkoppling' (constant connectivity) overloads students' mental processing capacity, impairing learning. TISUS C1 vocabulary questions test understanding of academic domain-specific terms in context. Options A, C, and D misinterpret the term or contradict its meaning.
10Välj rätt form: 'Universitetet _______ antagningskraven för nästa läsår.' (The university _______ the admission requirements for next academic year.)
A.skärps
B.skärper
C.skärpas
D.skärpades
Explanation: 'Skärper' is the active present tense form of 'skärpa' (to tighten/raise). The subject 'Universitetet' is the active agent performing the action — it tightens the requirements. 'Skärps' is s-passive present (requirements are being tightened — but the subject is the agent here). 'Skärpas' is a reflexive/passive that would require a different subject. 'Skärpades' is s-passive preterite, referring to the past — but the sentence context ('för nästa läsår') points to the future.

About the TISUS Exam

TISUS (Test i svenska för universitets- och högskolestudier) is Sweden's official advanced Swedish proficiency test for international applicants who wish to study at Swedish universities or colleges. Administered by Stockholm University, TISUS assesses academic Swedish at approximately CEFR C1 level across three independent components: reading comprehension (Delprov 1), academic essay writing (Delprov 2), and oral proficiency (Delprov 3). A passing result on TISUS satisfies the Swedish language requirement for higher-education admission at Swedish universities. The test is offered twice yearly (May and October/November) at approximately 70 locations worldwide, including many Swedish embassies and universities abroad.

Questions

45 scored questions

Time Limit

Delprov 1 (Reading): 75 min; Delprov 2 (Writing): ~180 min; Delprov 3 (Oral): ~20–25 min.

Passing Score

Pass/Fail per component. All three components must be passed to receive the TISUS certificate.

Exam Fee

SEK 2,380 in Sweden; SEK 2,875 abroad (full test, 2026). Residual test: SEK 1,190/SEK 1,440. (Stockholm University (Stockholms universitet), Department of Swedish Language and Multilingualism.)

TISUS Exam Content Outline

~40%

Läsförståelse – Närläsning (Close Reading)

Five C1-level texts (academic/journalistic), 500–900 words each — MCQ and true/false testing inference, main idea, and detail.

~20%

Läsförståelse – Sökläsning (Scanning)

One longer text with 15 scanning questions — fast selective reading to locate specific information.

~20%

Skriftlig framställning (Writing)

Academic essay demonstrating C1 Swedish argumentation, complex syntax, and formal register.

~20%

Muntlig färdighet (Oral)

Oral interview with examiner testing fluent academic spoken Swedish and ability to argue and elaborate.

How to Pass the TISUS Exam

What You Need to Know

  • Passing score: Pass/Fail per component. All three components must be passed to receive the TISUS certificate.
  • Exam length: 45 questions
  • Time limit: Delprov 1 (Reading): 75 min; Delprov 2 (Writing): ~180 min; Delprov 3 (Oral): ~20–25 min.
  • Exam fee: SEK 2,380 in Sweden; SEK 2,875 abroad (full test, 2026). Residual test: SEK 1,190/SEK 1,440.

Keys to Passing

  • Complete 500+ practice questions
  • Score 80%+ consistently before scheduling
  • Focus on highest-weighted sections
  • Use our AI tutor for tough concepts

TISUS Study Tips from Top Performers

1Read authentic Swedish academic and journalistic texts daily — download free articles from Forskning & Framsteg, Språktidningen, or DN Kultur. TISUS texts are 500–900 words of genuine published Swedish, so exposure to dense prose is the single most effective preparation.
2Master Swedish subordinate clause word order (BIFF: Bisats Inversion-Free From). In a subordinate clause (after att, som, när, om, etc.), the satsadverbial (inte, aldrig, redan, nog) comes BEFORE the verb — the opposite of main-clause order. This is the most frequently tested grammar point in TISUS reading.
3Practise identifying the s-passive vs. the bli-passive. In formal Swedish, 'beslutet fattades' (s-passive, completed action) and 'beslutet blev fattat' (bli-passive, resultant state) are both common in academic texts. Understanding the difference helps with inference questions.
4Build your academic vocabulary around discourse connectors: 'å ena sidan / å andra sidan' (on one hand / on the other), 'trots att' (despite), 'med anledning av' (in view of), 'detta innebär att' (this implies that). These signal argumentative structure — essential for main-idea questions.
5For the scanning section (Sökläsning), practise reading for keywords rather than full comprehension. Train yourself to locate a name, date, or specific term in a 1,000-word text within 90 seconds. Speed and precision — not full reading — is what this sub-test rewards.
6Write a timed academic essay every week (30 minutes) on a current Swedish societal topic. TISUS essay prompts draw on climate, integration, education policy, and healthcare — you need a ready supply of C1 vocabulary and sentence patterns for each theme to write fluently under time pressure.

Frequently Asked Questions

What is TISUS and who needs to take it?

TISUS (Test i svenska för universitets- och högskolestudier) is Sweden's official advanced Swedish proficiency test, administered by Stockholm University. International applicants with a foreign upper-secondary diploma who lack an accepted Swedish language certificate must pass TISUS to meet the Swedish language requirement for admission to Swedish universities and colleges.

What CEFR level does TISUS correspond to?

TISUS corresponds to approximately CEFR C1 (Advanced). It tests the ability to read complex academic and journalistic texts, write coherent academic essays, and speak fluent formal Swedish — all skills expected at the advanced level of the Common European Framework of Reference for Languages.

How is TISUS scored? What counts as a pass?

TISUS is scored Pass/Fail. Each of the three components (reading, writing, oral) is graded independently. You must pass all three components to receive the TISUS certificate. If you fail one or two components, you may retake only the failed component(s) as a residual test (restprov) at a subsequent session.

How often is TISUS offered and where?

TISUS is offered twice a year: in May and in October/November. The test takes place at approximately 70 locations worldwide, including locations in Sweden (major cities) and abroad at Swedish embassies, consulates, and partner institutions. For the May 2026 sitting, the written components in Malmö, Stockholm, and Uppsala are digital.

What does the reading comprehension section (Delprov 1) contain?

Delprov 1 runs 75 minutes and has two parts. Part A (50 minutes): five texts of 500–900 words each, with 4–8 MCQ or true/false tasks per text (30 tasks total) testing close and overview reading. Part B (25 minutes): one longer text with 15 short-answer scanning tasks testing selective reading. All texts are authentic academic or journalistic Swedish.

What types of grammar and vocabulary are tested in TISUS?

TISUS tests advanced Swedish grammar in context: passive voice (including the s-passive and bli-passive), subordinate clause word order (BIFF rule — bisats inversion free from), satsadverbial placement, particle verbs, subjunctive, and complex sentence constructions. Vocabulary spans academic discourse markers, formal written register, and discipline-specific terminology typical of Swedish university texts.